Academic Research is a garland and key to success in your professional career. It merely helps in teaching. Teachers are least interested in communicating their research between students and vise versa.
Dear Manvendra Pratap Singh,
Notably, academic research aims at creating new outcomes, ideas, and arguments by engaging teachers in the experiments concerning the realities associated with the process of teaching. Alternatively, since the research process is about a specific inquiry involving asking questions and developing answers through critical thinking and thoughtful reflection, it plays a pivotal role in keeping the teacher researcher up-to-date . Differently stated, research can act as a torchlight guiding the teacher researcher through different aspects of the classroom atmosphere. More significantly, engagement and critical reflection are essentially important in preparing teachers for a global society. On this basis, I strongly believe that teaching in the 21st century requires tearchers' action research for the purpose of satisfying the educational demands of the teching/learning contexts.
Best regards,
R. Biria
Hi Manvendra
If I am not wrong, this question has two parts:
1)Academic research is key to success in any professional career.
2)Teachers should take interest in communicating their research among students; and students should take interest in learning from their teachers about the advances in certain area.
Teaching (learning) and research based teaching at initial levels of education are mostly thinking and knowing practically.
However, during the later stages in education, there are two important aspects related to research for teachers a) keeping up to date with research advances especially in the area of one’s specialty. b) personally doing research in the area of their specialty.
The idea of research and advanced teaching (research based teaching) is more applied at college and university level. Most of the high level universities worldwide divide the tasks of teaching and research among the faculty members. One group of teachers (mostly PhD degree holders) gets involved mainly in teaching various courses. The other group of teachers/ researchers that are faculty members (essentially PhD degree holders) gets involved mainly in research and they deliver selected lectures in their research specialty. Such type of division in teaching and research is for proper mentoring the students. All this shows that teaching and research are part and parcel especially at higher level of education.
Does academic research helps teaching?
It depends. Teachers gone through academic research have knowledge & exposure in specific research methodology & contents. Some teachers pursue academic research is for better position, better remuneration, preparation for switching to a researcher / consultant role etc. which might not related to / improve their teaching competency. However, some passionate teachers after gone through their academic research might want to teach students how to deepen their understanding / learning on specific contents as well as teaching them how to conduct research for further knowledge contribution. Moreover, teaching is also an art whereby some teachers without academic research experience can teach better than a teacher with PhD etc.
It is supposed to improve the material that is being tought through experimentation.
Research topics are (supposed to be) closely related to subjects covered in lectures.
For example, if your research is on how to slow down a tsunami wave, the results of the experiments can be used to add supplementary notes in your course that will help the students realize the forces involved in the transmission of waves.
I agree, ethics, morality and passion should teach to teachers. This help in improving their role towards society. They will explore the opportunity to implement their research applications .
Academic research helps a teacher to improve his/her knowledge. It also helps to get new ideas. But a good researcher need not be a good teacher and vice versa. Moreover, the research should no way affect the teaching hours. Many teachers are taking Ph.D. for promotions and better academic positions, not for improving their teaching ability. Some teachers are motivated through research and they motivates students with the extra knowledge they accrued through research.
Dr. Han Ping Fung's answer is clear.
Yes, this is an important aspect of improving the students' skills and developing the teacher's knowledge. Undoubtedly this task takes a lot of time. But with the correct organization of labor, it is always possible to combine science and training.
Why Should Teachers Do Research?
Why, indeed, when teachers are already busy teaching and managing their classrooms? Our Guest Editor Dr Hairon Salleh counts the ways research can help teachers face new challenges and become better practitioners.
.....
http://singteach.nie.edu.sg/issue46-bigidea/
I agree with Zahir that this is a two part question. In the United States, if you are not engaged in some form of academic research and more importantly publishing you will never make tenure and will be fired at most American universities. Having said that, my research adds to my knowledge base and helps me to stay current in my field. Hopefully I am able to pass this new found knowledge to my students and give them the most current information available.
Does academic research helps teaching?
Previous entries' authors correctly mentioned a variety of career related reasons for teachers to be active in an academic research as well. However, it is an objective reality that teachers indeed think, talk, prepare, and review many times data and materials to deeply understand the subject matter they are teaching.
The numerous attempts to improve the teaching process by making the subject matter clearer, more transparent, and comprehensive from various stand points - those all are characteristic elements of any true academic research.
So that being active in a same domain research field is quite natural and brings up excellent new academic resources. It is also quite apparent, that professional researchers know more than anybody else in the domains of their specialty, and being in teaching is beneficial for students and academics as well.
consisdero que El docente, como persona, ciudadano y profesional, en su rol de investigador y formador, es competente para orientar el conocimiento real del contexto, la comunidad, la región, el país, el mundo, la ciencia y la tecnología, con capacidad científica, técnica y humana para incitar a sus estudiantes a que encuentren las respuestas a múltiples preguntas; para ello, el docente se vale de procesos lógicos y sistemáticos que permitan la construcción de proyectos de investigación encaminados a solucionar problemas en los diferentes campos. Es a partir de la metodología basada en la investigación como el docente enseña a sus estudiantes a ser competentes, es decir, a saber a hacer en contexto. El docente investigador tiene la autoridad que le confiere el ser constructor y creador de conocimiento a partir de sus propias investigaciones, a diferencia del docente repetidor de teorías ajenas.
Mark Hughes's good review article on the relationships between teaching and research in higher education is available:
https://pdfs.semanticscholar.org/f166/d949281720914c16804ff29a8bf291689065.pdf
I strongly believe that research helps teaching. You don't just teach. You have to search for materials, read them, compare and contrast materials and prepare teaching notes and these steps are part of doing research. From experience, I discovered that being active researching helps me teach better?
Does academic research helps teaching?
1. Being a good researcher does not imply automatically being a good communicator neither a good professor.
2. Being unable to develop any kind of research restricts considerably your own knowledge and consequently what you can transmit to the students.
3. There are different types of research, and one of them is directly connected with the fact of given a communicable form to knowledge, and thus to teaching (in formal lectures or not).
I like very much a paper that a colleague from Lisbon discovered to me: The Nature of Research by Bruce Archer (Find link attached). Even it is related basically with design research I think the approach can be applied to any other area.
https://ia800201.us.archive.org/21/items/TheNatureOfResearch/Archer1995Codesign.pdf
Certainly! It is very different to go to class quoting and seeking many other authors compared to presenting the results of our own studies.
The importance of research for education's future
If education is not based upon research and evidence, then it runs the risk of being based upon one or more of the following:
- Dogma
- Theory
- Ideology
- Convenience
- Prejudice
.......
https://www.expressandstar.com/news/education/2011/06/14/the-importance-of-research-for-educations-future/
I have implemented some of my academic research in my teaching, so I can attest to the fact that it helps. See attached.
Best regards,
Debra
Conference Paper Debating: A Dynamic Teaching Strategy for Motivating Student...
Dear Debra! Thank you for a convincing positive argument and a concrete answer.
It should do it. But in many cases academic research is justification to teach, and not merit for itself.
I agree with the researchers and professors that research strongly enrich and enlighten teaching and pedagogy. My concern is as one guest commented that his research work must be delivered downstream among students to enlarge their thought process beyond traditional frameworks. Therefore, i believe that it is necessary that students from undergraduate program should be motivated into research work and contribute beyond their defined curriculum.
Dear Colleagues,
Good Day,
"THE ROLE OF RESEARCH IN TEACHER EDUCATION: REVIEWING THE EVIDENCE
At a time when virtually every government around the world is asking how it can improve the quality of its teaching force,the British Educational Research Association (BERA) and the RSA have come together to consider what contribution research can make to that improvement.
High quality teaching is now widely acknowledged to be the most important school-level factor influencing student achievement. This in turn has focused attention on the importance of teacher education, from initial training and induction for beginning teachers, to on-going professional development to help update teachers’ knowledge, deepen their understanding and advance their skills as expert practitioners. Policy-makers around the world have approached the task of teacher preparation and professional development in different ways, reflecting their distinctive values, beliefs and assumptions about the nature of professional knowledge and how and where such learning takes place.
At a time when teacher education is under active development across the four nations of the United Kingdom, an important question for all those seeking to improve the quality of teaching and learning is how to boost the use of research to inform the design, structure and content of teacher education programmes.
The Inquiry aims to shape debate, inform policy and influence practice by investigating the contribution of research in teacher education and examining the potential benefits of research-based skills and knowledge for improving school performance and student outcomes.
There are four main ways that research can contribute to programmes of teacher education:
- The content of such programmes may be informed by research-based knowledge and scholarship, emanating from a range of academic disciplines and epistemological traditions.
- Research can be used to inform the design and structure of teacher education programmes.
- Teachers and teacher educators can be equipped to engage with and be discerning consumers of research.
- Teachers and teacher educators may be equipped to conduct their own research, individually and collectively, to investigate the impact of particular interventions or to explore the positive and negative effects of educational practice.".....
Please, goto the link for more details......
https://www.thersa.org/discover/publications-and-articles/reports/the-role-of-research-in-teacher-education-reviewing-the-evidence
I believe it does. Researching a topic makes one more familiar with that topic. You will come across new developments while you are researching that can help you in your teaching. We can get students interested in research early by sharing our work with them and by inviting them to participate in the research as co-authors.
Everything that is done professionally and by specialists is helping.
The Relationship Between Teaching and Research
By Nick Feamster
- Research results instill fresh material in the classroom.
- Teaching encourages us to think about the long road, the big picture, and what “really matters” about a particular research contribution.
.....
https://greatresearch.org/2013/11/01/the-relationship-between-teaching-and-research/
No doubt.. They are helpful since they refresh and enrich teaching process by adding new inventions and innovation. Teaching world just like any other world need to review and renew its aspects periodically.
Dear Colleagues,
Good Day,
"Six Reasons Why Research Is Important
Finding reasons why research is important seems like a no-brainer, but many people avoid getting involved in research. The lazy, if not mentally drained, student could say, "Not again." And a disinterested academic could just be doing it for promotion purposes. Yet, for those who like to learn - whether or not they are members of a learning institution - doing research is not just an imperative, but a need.
What reasons may drive one to appreciate research and engage in it?
1. A Tool for Building Knowledge and Efficient Learning
2. An Aid to Business Success and Job Search
3. Means to Understand Various Issues
4. A Way to Prove Lies and to Support Truths
5. A Seed to Love Reading, Writing, Analyzing, and Sharing Valuable Information
6. Nourishment and Exercise for the Mind."......
Please, goto the link for more details ....
https://owlcation.com/misc/Why-Research-is-Important-Within-and-Beyond-the-Academe
Does Faculty Research Improve Undergraduate Teaching? An Analysis of Existing and Potential Synergies
Academicians have been arguing for decades about whether or not faculty research supports undergraduate instruction. Those who say it does—a group that includes most administrators and faculty members—cite many ways in which research can enrich teaching, while those on the other side cite numerous studies that have consistently failed to show a measurable linkage between the two activities. This article proposes that the two sides are debating different propositions: whether research can support teaching in principle and whether it has been shown to do so in practice. The article reviews the literature on the current state of the researchteaching nexus and then examines three specific strategies for integrating teaching and scholarship: bringing research into the
classroom, involving undergraduates in research projects, and broadening the definition of scholarship beyond frontier disciplinary research. Finally, ways are suggested to better realize the potential synergies between faculty research and undergraduate education.
......
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Teaching-Research(JEE).pdf
Dear Colleagues,
Good Day,
"Understanding the Relationship between Research and Teaching
The relationship between teaching and research is often assumed and just as often ignored. Research should and does influence teaching (and vice versa), but the gulf between the two can at times seem large. Teachers are told to use “research-based strategies” and yet such strategies may be presented to them stripped of the very sensitivity to context, analytic rigor, and thoughtful skepticism that are the hallmarks of quality research.
CEE members tend to view themselves as teachers, teacher educators, and researchers. As such, we bring to our work a keen awareness that classrooms are multi-dimensional and dynamic places, and that effective approaches to English language arts research honor human complexity, acknowledging the many influences that shape students’ learning and the differences among people, schools, and communities. We are likewise aware that using and conducting research well means being informed by a range of perspectives and empirical traditions as they address the particular challenges presented by communities, classrooms, and students.
This document outlines the relationship between research and teaching in English language arts. It is an attempt to provide a foundation for conversations about the characteristics of high-quality English language arts research, how teachers might use it, and how CEE can help to create and sustain communities of English language arts professionals who use and conduct research in meaningful and responsible ways.".....
Please, goto the link for more details....
http://www.ncte.org/cee/positions/researchandteaching
The Relationship Between Academic Research and Instructional Quality
By M. M. Robles
While the trend and job duties of the professoriate change, so does the relationship between academic research and the quality of instruction that students receive. Many theorists hypothesize varying models and have conflicting ideas regarding whether the relationship is positive, negative, or nonexistent
....
http://encompass.eku.edu/cgi/viewcontent.cgi?article=1094&context=fs_research
yes sure
https://www.researchgate.net/file.PostFileLoader.html?id=590f6d52217e20e17201fe66&assetKey=AS%3A491454310162432%401494183246039
Dear Colleagues,
Good Day,
"Combining Teaching and Research
.....
Before you reconcile yourself to the idea that excellence in teaching and research are mutually exclusive, consider the similarities between the two endeavors.
Presenting at conferences and fielding questions from the audience requires the same skills as lecturing.
Designing an outstanding course outline and syllabus uses many of the same skills as putting together a literature review or grant proposal.
Both teaching and research help you develop insight into your field, refine your communication skills, and draw on your ability to select and organize content in a meaningful way.
Because they require similar skills, you will find that improvement and advancement in one feeds back into improvement and advancement in the other."....
Please, press on the link to read the rest of the article....
https://teachingcommons.stanford.edu/resources/teaching/planning-your-approach/combining-teaching-and-research
Although it is true that some teachers with no research experience can teach with very good quality, scientific research characterizes and differentiates the university from other educational institutions, contributes to the development of society, favors the preparation of teachers and helps teaching with higher quality.
The incorporation of undergraduate students to the research groups together with their professors will contribute to their academic and scientific training and, therefore, to the training of new scientists to respond to the increasing level of complexity of technological processes.
Dear Colleagues,
Good Day,
Here is a nice article that entitled:
"Is university research good for teaching?", Please, goto the link and see more details.....
http://theconversation.com/is-university-research-good-for-teaching-16225
Dear sir, answer for my question is there in the article and its really true. Research orientation should be incorporated but it should be downloaded to the students and society. Then academics will get benefited and receive accolades from society and industry.
In true sense, Yes it really helps.
But does it really helps question lies into this statement.
I think that it helps when students are really involved in it.
doing academic research helps to understand and to acquire academical contents.
Investing effort in teaching well can actually make us better researchers. Sometimes find that certain faculty members are too eager to minimize teaching responsibilities in favor of “leaving more time to get research done”. Research results instill fresh material in the classroom. Although some subjects we learn in the classroom are fairly well-established, many areas are rapidly evolving. With the rise of large content and service providers New research results represent prevailing theories, the outcome of our cumulative understanding, and the application of concepts to the most relevant problem domains or our time. I find that there is no better way to keep my course material current than to peruse the latest research and update the material so that it reflects current understanding. Industry tracks research; Our understanding continues to evolve as new research results emerge. In many areas, industry aggressively tracks new technologies and research results, Instilling course material with fresh research results is one important way that instructors can help this process.
For more details , you can visit the following link:
https://greatresearch.org/2013/11/01/the-relationship-between-teaching-and-research/
Does Research Help or Hurt Teaching?
By Richard Vedder
The issue: does faculty research help or hinder the enterprise of offering quality instruction to students? The answer, I think (and probably most of the commentators in the Pope Center forum available online agree) is "both." Most of the time, a good researcher can be a better teacher because of the knowledge gained and the enthusiasm for the scholarly discipline reinforced by scholarly research, but if research becomes excessively time consuming, senior professors abandon students to ill trained graduate students, sometimes with dubious language capabilities.
.....
http://collegeaffordability.blogspot.com/2008/07/does-research-help-or-hurt-teaching.html
Dear colleague,
Yes of course, scientific research is a strong tool to renew courses and applications.
kind regards!
Academic research helps to improve the different forms of teaching, in order with strengthen the methodological scientific work developed by teachers for to increasing student learning. University teachers need to introduce the results achieved in researchs to achieve high quality education
I agree with Michelena, scientific - methodological work is one of the fundamental forms of methodological work.
The scientific - methodological work is the activity carried out by teachers in the field of didactics, to perfect the pedagogical - educational process, developing research or using the results of research.
The results of the scientific - methodological work constitute one of the main sources that allows the teacher the best development of the teaching - educational work.
Valuable is having this exchange on issues of the complementaries (or not) of teaching and research -- or the extent to which teaching/research are two aspects of the same dimension (compared to two different dimensions).
Toward this, an analysis:
Article Research, Teaching, and Publication Productivity: Mutuality ...
Dear Colleagues,
Good Day,
"What are the benefits of educational research for teachers?
Cultivating a research-based approach to developing your practice provides evidence to effect change in your teaching, your classroom, your school, and beyond. Rebecca Austin, author of Researching Primary Education and Senior Lecturer at the School of Teacher Education and Development at Canterbury Christchurch University, highlights what the benefits are of research to your practice…
In the context of the debate about what works and why, there is a wide range of benefits to researching your own practice, whether directly feeding into improvement through action research or, more broadly, gaining understanding and knowledge on themes of interest and relevance. This is why research is embedded into initial teacher education. As research becomes embedded in your practice you can gain a range of benefits. Research can:
1- help you find solutions to particular problems arising in your classroom or school.
2- underpin professional learning of knowledge, skills and understanding.
3- connect you with sources of information and networks of professional support.
4- clarify purposes, processes and priorities when introducing change – for example, to curriculum, pedagogy or assessment.
5- improve understanding of your professional and policy context, organisationally, locally and nationally, enabling you to teach and lead more strategically and effectively.
6- develop your agency, influence, self-efficacy and voice within your own school and more widely within the profession."....
Please, goto the link....
https://us.sagepub.com/en-us/nam/what-are-the-benefits-of-educational-research-for-teachers
Research is the process of creating new knowledge. Making progress in creating knowledge requires a significant amount of background knowledge. This necessarily implies that we can’t become great researchers in a subject area merely by taking a class; we must embed ourselves in that topic area teaching a subject is perhaps one of the most efficient ways to become embedded in a subject matter,. The process of building understanding in a particular area allows us to develop a deep understanding the paradigms and how those paradigms and the existing knowledge base might be extended (or amended).
Research is the process of verifying if the existing knowledge still holds good in the changing scenario and as well as creating new knowledge. Academic research should be the base for class room teaching as the student should be equipped with the latest additions to the existing knowledge repositories. Academic research and publications are the best source for updation of knowledge.
Dear Colleagues,
Good Day,
"Six Reasons Why Research Is Important
Finding reasons why research is important seems like a no-brainer, but many people avoid getting involved in research. The lazy, if not mentally drained, student could say, "Not again." And a disinterested academic could just be doing it for promotion purposes. Yet, for those who like to learn - whether or not they are members of a learning institution - doing research is not just an imperative, but a need.
What reasons may drive one to appreciate research and engage in it?
1. A Tool for Building Knowledge and Efficient Learning.
2. An Aid to Business Success and Job Search
3. Means to Understand Various Issues
4. A Way to Prove Lies and to Support Truths
5. A Seed to Love Reading, Writing, Analyzing, and Sharing Valuable Information
6. Nourishment and Exercise for the Mind.".....
Please, goto the website link for more details.....
https://owlcation.com/misc/Why-Research-is-Important-Within-and-Beyond-the-Academe
Well, it depends. I think that most researches of my colleagues at Methods of teaching English helps a grat deal in teaching.
Hi all
Well, I think if they are researches-based teaching, they will effect teaching process directly. But , if they are about other general academic areas which is theoretically-based , it will less effective in teaching process.
Liqaa
8 steps to improving learning and teaching through research
by Dr Shelley Kinash
1- Observation
2- Question
3- Hypothesis
4- Aims
5- Method
6- Results (Data and Analysis)
7- Discussion
8- Conclusion (Application, Limitations, Dissemination, Engagement, Impact)
.....
https://bond.edu.au/files/628/8%20steps%20to%20improve%20learning%20and%20teaching%20through%20research.pdf
Professor Kit Field discusses the importance of impartial research to improve education standards and the quality of teaching.
Read more at https://www.expressandstar.com/news/education/2011/06/14/the-importance-of-research-for-educations-future/#1EDXU2GfsxlFzASQ.99
Teacher Research: Improving Practice and Developing Teacher Voice Among Diverse Students in Early Childhood Education
By Barbara Henderson
- These materials describe Teacher Research (TR), and how we use it in the graduate program at San Francisco State University.
- This slide show provides a resource for teacher educators
- to see how TR programs can be developed, and
- to introduce the concept and skills of Teacher Research to
- graduate students,
- upper level undergraduates, or
- practicing teachers beginning a collaborative TR group.
......
Dear Colleagues,
Good Day,
"Does educational research help teachers?
Do research and publication of the results help teachers? Research and practice is a two-way street which needs both sides to contribute to it to make it work best.
One of the problems with educational research is that most of it takes place in universities rather than in schools where it might produce useful results. I suppose that this is due to the nature of schools and universities – universities are places of research and schools are places where the theory is put into practice. I would argue that some serious rapprochement between these two groups needs to take place.
Sometimes the fact that research only produces theoretical results limits its interest for people who do the practical work of actually teaching. This again is the nature of university research. It is mostly theoretically rather than practically orientated."....
Please, goto the website link to read the rest of the article.....
http://au.educationhq.com/news/33568/does-educational-research-help-teachers/
Analyses of data on publication productivity, in relationship to teaching, point to competition between the two (research, teaching) - with implications.
Consider:
Article Research, Teaching, and Publication Productivity: Mutuality ...
research-informed teaching is minimum standard for any university academic staff or professors of all levels.
Dear Colleagues,
Good Day,
Research is formalized curiosity. It is poking and prying with a purpose.
---- Zora Neale Hurston
My discipline is corporate finance and therefore, research helped me to show to my students the practicality and applicability of the finance theory discussed in class from organizational point of view.
It does help in teaching the frontiers of science. Without the knowledge of that, a professional education cannot be considered as a completed one.
Dear Manvendra:
Academic research helps teaching, of course, and the teaching practice too.
Ac. Res. helps, because research is the only standard universal way to know whether a method is good or not.
Your question could be interpreted in two ways: a one, about whether AR is useful for teaching, and a second one, relative to whether the AR process is helpful for the teaching process.
And the answer to both questions is YES.
I suggest you to check out the Prof. Hattie's books on Visible Learning, and his web page. Hattie has been analyzing the meta-analyses on the effectiveness of teaching methods, and it is VERY useful for us, as a researchers, and as professors.
Best,
Antonio.
Key question - with policy implications for individuals, departments, institutions !
Data point toward conflict of research and teaching - with respect to publication productivity. (Article below)
Article Research, Teaching, and Publication Productivity: Mutuality ...
Hello,
one reservation needs to be made: there are thousands of institutions (14,000 globally, with at least one paper indexed in the Scopus database - and 10,000 in the OECD economies, with at least a single paper in Scopus) - but only in some 10-15% of them globally visible research is conducted.
In the OECD area, there are only below 1,700 (or 17%) of institutions and companies which published 3,000 or more papers within a decade of 2009-2018. Or at least 300 paper per year...
So teaching at research-intensive universities differs from teaching in teaching-focused institutions. Basically, research matters more to teaching in this 10-15% minority of institutions globally. And research matters less in those teaching-focused ones...
The question can be divided into two questions - depending on the status of the institution...
Cheers!
Marek
To a certain degree, yes. Mostly when teaching advanced classes. Advanced classes can create unique opportunities for revising your own research experience. This overlap is less usual if you are responsible for an introductory class, specially those that have a predefined syllabus. But if working on organizing a new syllabus creates unexpected opportunities for exploring and systematizing a new literature, new subjects, new frameworks. When I want to explore a new literature I usually organize it into a new course: nothing is more effective than the need of reading for preparing classes on a new subject.
Research provides a depth of knowledge, teaching gives a breadth of knowledge: these are two complementary processes
A teacher can only engage students when he or she feels a great deal of pleasure in his or her research! The teacher must lead by example!
The teacher should provoke micro and mini studies right in the classroom. He should stimulate creativity! The creative potential of each student should be revealed.
All children are talented! Let's be proud of them!
Sure. It helps a lot in terms of availability, comprehensibility, comparability, creativity and interest in attending classes.
From my personal experience i may assure academic research it´s an important aid to quality of teaching. It provides examples to compare, to contrast, to support and to add value to knowledge
The various challenges associated with academic research can be of great benefit in teaching. Researchers, not only teach what is in the textbook, but they can also provide critical insights from the scientific community; a large number of observations can be gained while conducting a literature review, or a scientific experiment. Moreover, they can motivate the students by elaborating on the exciting part of being in science, which is to discover more and gain knowledge. Also, researchers can give advise for future career positions to the student. Moreover, you can present the students with the latest scientific and research trends in innovation.
However, researchers must be engaged with the scientific community by being part of talks, conferences, seminars, colloquiums, etc. I say this because some researchers tend towards being in a bubble surrounded by others who understand them. They tend to explain complex ideas with a complex language; mainly, they presume that the other person understands what they are talking about; hence, they fail to connect with the audience. From my experience, I found that exhibitions present a great way to improve my teaching ability, giving that, generally, any person can attend the exhibition. In an exhibition, scientists get to explain their inventions or ideas repeatedly throughout several days (from my experience, three days top). In my experience, I had to explain or pitch my invention to at least 25 people a day. Hence, one can explain their ideas to fellow scientists, law-makers, businesspeople, media members, and the public who could be educated or non-educated. In that sense, I found that I had to continually adapt to explaining my ideas at the level of understanding I predict the other person has. For example, I avoided using abbreviations for the non-educated public and focused on concepts and findings for academics in my field. Moreover, I presented the inventions ROI and cost analysis for businesspeople. Also, I gave ideas on the community impact of the invention to law-makers and related the concept of my invention to concepts taught at high-school for the educated public.
However, I still think focusing on one element can make a person good at it. Many great communicators and teachers do not have their inventions, theories, research findings. People like Alan Watts, who presented and taught eastern philosophy to the west, Neil deGrasse Tyson, who presented and explained to the public astrophysics, and many others, who are, or were, not active researchers. Those science communicators spent a lot of time converting complex ideas into easy concepts to understand for the general audience, not necessarily teach. For a teacher with limited resources, time, and interest to do research, they can sit down with researchers and interview them to ask them about novel ideas; moreover, they can spend some time reading new science papers, etc. By doing so, they can have some of the advantages that researchers have when teaching and vise versa.
As you know, today, globally in higher education institutes, the research-teaching nexus is essential. From my personal experience, the following points are benefits useful to highlight:
- Link my research grants and projects to the course I taught to improve students knowledge through their participation in many research elements as examples: mini-projects related to grant, collecting data, training on state of the art equipment in the topic, improve students presentation skills, a literature survey on my research, etc.
-Another side is I found it enjoyable to discuss my research achievements with my students, which makes an exciting scientific environment, brainstorming, and discussion.
- Excite my students to work in the same field and share with me the same topic. Besides, capacity building and train the new generation to take over science.
Yes, for sure. academic research brings new teachable knowledge. Also, nothing is more practical than teaching a good theory.
Academic research often deals with advanced and recent development in certain research area. Consequently, the researcher can easily teach the basic of the research that included in the textbooks. So doing higher research degree is viable need for successful teacher.
Since research is on the latest needs/challenges of the society/market, researchers prepare the students to learn how systematically investigate and address/solve the problem. This help the students to find their place in the job market and learn how to tackle a challenge in future. Due to the nature of the research researchers usually find better and more profound understanding of teaching materials and have more update examples to talk at the class as well.
Yes, it is must to share academic research with students for transferring sciences
In particular, in the context of empirical sciences, scientific research makes teaching possible. Because, even when we teach theoretical issues, without reference to the stages of the research process and the experience of practical implementation of research, e.g. fieldwork or even based on existing data, where are we supposed to draw useful methodological guidelines?
Dear Manvendra pratap Singh and colleagues,
Academic research helps teaching, of course, but it is not fundamental to do that. Researching and teaching are different experiences and circumstances. This is my answer. Nevertheless, talking a little bit more on the subject, teaching or researching in emergent countries, for instance, is a completely different reality. In some cases there is no even budget for researching. On the other hand, there are some skills that researchers and professors have, which sometimes are complementary and sometimes not. In a perfect world, to teach after doing research is wonderful. But this is not necessarily the reality faced for everybody.
All the best,
Francisco Vieira
The academic search is flexible term. in some level it supports next generation of technology, while some are focus on find solution for existing challenges. However, the main benefit comes from the experience on dealing with difficulties which could be passed to students.
It real helps in the current generation. In real world, we need to be clinical and dynamic in academic teaching. The society we live today, is no longer static! Research is important to address all the existing challenges.
an researcher will give insight into
a) theoretical concepts behind an idea / thought
b) pratical application of those claims
c) validation of the concepts based on intense and scientfic collection and analysis of data.
Dear All, I published an article "Research makes Teaching more Rewarding for Academicians: Challenges and Recommendations", you can read it: Article Research makes Teaching more Rewarding for Academicians: Cha...
